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1 https://wordpress.org/?v=5.4.1Covid-19 and Occupational Therapy Serviceshttps://www.tlckidstherapynyc.com/2020/04/covid-19-and-occupational-therapy-services/
https://www.tlckidstherapynyc.com/2020/04/covid-19-and-occupational-therapy-services/#respondWed, 22 Apr 2020 03:38:41 +0000https://www.tlckidstherapynyc.com/?p=1283So your child needs or has been receiving therapy and now a worldwide pandemic hits! You cannot take your child to their clinic and/or your therapist can no longer come to your home or your child’s school! Who would’ve thought! Who could ever believe in a matter of just a few months, things could change […]

]]>So your child needs or has been receiving therapy and now a worldwide pandemic hits! You cannot take your child to their clinic and/or your therapist can no longer come to your home or your child’s school! Who would’ve thought! Who could ever believe in a matter of just a few months, things could change as dramatically as they have! Schools and stores closed, shopping for food standing 6 feet apart, and families being locked in their homes day after day with little idea when it will all end! This has been a time of fear and unknowing for everyone. A situation the vast majority of us has never experienced.

The little ones I work with are mostly unaware. They continue on as if little or nothing has changed in their world. Well, except perhaps seeing a voice and a zoom image rather than my face up close and personal! The older ones however seem confused, scattered, disoriented and sometimes scared at the sudden changes to their routine. No more catching the bus at 7:30, math at 10, lunch on the playground at noon, and return home by 4. Now, their life is little time outside and getting lectures and therapy through a computer screen.

As families struggle to deal with all that is happening with the pandemic therapists are struggling as well. Adjusting to providing therapy online has it’s own challenges! Safety, always being the number one priority, can be difficult when the therapist is not there in person. They are limited with many hands-on activities as a parent or caregiver is not trained. A parent won’t know how to appropriately set up an activity. They may have difficulties positioning a child so they don’t lose their balance or be confused where to place their hands on specific points on their child’s body to control their movements appropriately.

Other challenges can include a parent’s inability to understand and follow through with directions. The therapist may have difficulties explaining what exactly they want to happen during the activity or session. Besides trying to describe the methods and procedures to be used during the session, other challenges such as having limited or inadequate supplies in the home, being able to effectively view a child’s positioning online as well as buffering and computer issues are all new difficulties we are now struggling with.

From a parents point of view it can be quite difficult. Suddenly having to be the therapist is a daunting task! What may have seemed somewhat easy and straight forward while observing your therapist work with your child is now confusing and much more involved than one may have thought! Understanding body mechanics, wondering where to position the child or yourself in relation to your child, where to position your hands can make what looks like a very simple task much harder than one would think. Throw in your own daily life challenges of work, shopping for food with restrictions, trying to find activities for your child to occupy their time and maintaining your sanity while being locked up day in and day out can make anyone’s life feel quite crazy! So, what can you do?

Well, start with staying calm and realizing that things will get back to normal soon enough! If your child is old enough and able to understand, you should sit them down and discuss what’s going on, if you haven’t already. They may be confused, scared and unsure if this is how life will be for them. Tell them that things will get back to the way they were, but it will take some time. Provide them with structure and a daily routine. Just as they had to wake up, have meals and play time, and go to bed at a certain time, this should all be put back into place. Their homework schedule and therapeutic exercise program they might have had should be completed at the same times as well.

If your child is older and the change in structure is getting them frazzled, you can try meditation or yoga. Simple deep breathing exercises will calm them more than you think! Asking their teachers or therapists if they can schedule sessions/classes at a set time and day (if they haven’t already). Ask them to clearly lay out homework assignments and what’s expected of them each week.

As far as their occupational therapy and other related services, it’s important to try to continue with services to prevent regression! All that hard work your child may have done may be partially or completely lost if too much time is taken between sessions. Although teletherapy (online services) is not ideal, progress will still be made. Your therapist will focus on areas they are more easily able to address online instead of in person. They can and should provide you with a home program to focus on objectives and goals.

In this unreal and chaotic time we currently find ourselves, it’s important to look down the road and see the light at the end of the tunnel! Although Covid-19 has changed much in our world, providing structure and some of the norms your child recently had, back into their lives will go a long way to helping them cope and adjust. If you have chosen to delay services, you might want to rethink teletherapy. By providing this form of therapy, your child will likely not regress and continue to work towards their goals and objectives! Please stay safe and feel free to email or call if you have questions or are in need of occupational therapy services for your child!

]]>https://www.tlckidstherapynyc.com/2020/04/covid-19-and-occupational-therapy-services/feed/0The Picky Eater and Feeding Difficultieshttps://www.tlckidstherapynyc.com/2019/11/the-picky-eater-and-feeding-difficulties/
https://www.tlckidstherapynyc.com/2019/11/the-picky-eater-and-feeding-difficulties/#commentsMon, 11 Nov 2019 04:37:31 +0000https://www.tlckidstherapynyc.com/?p=1278Children with feeding disorders aren’t just picky eaters. These disorders can signal the presence of underlying medical and developmental issues. Picky eating is a common behavior with children. There is no universally accepted definition of picky eating. There’s also no agreement on the best tool to identify it. Whether parents are wondering whether their child […]

]]>Children
with feeding disorders aren’t just picky eaters. These disorders can signal the
presence of underlying medical and developmental issues. Picky eating is a common behavior with children. There
is no universally accepted definition of picky eating. There’s also no
agreement on the best tool to identify it. Whether parents are wondering
whether their child or children are merely going through a temperamental phase,
or may be experiencing something more serious, it’s important to be able to
recognize the signs of feeding disorders. That way, infants and children with
potential feeding difficulties can receive the help they need to eat without
pain, discomfort or fear.

Causes of picky eating may include early feeding
difficulties, pressure to eat, and late introduction of lumpier foods at
weaning. The consequences for a child who is a picky eater includes poor variety
of foods in their diet and a lack of different nutrients important for growth
and development. This could include children having low intakes of vitamins, iron
and zinc from low intakes of meat, fruits and vegetables, which are of particular
concern. Low intakes of dietary fiber, as a result of limited/no fruit and
vegetables are associated with constipation. There may be a small subgroup of
children where picky eating does not resolve itself. These children may be at
risk of thinness during adolescence, developing an eating disorder or becoming
an adult who is a picky eater. These children need to be identified at an early
age to enable support, therapy, monitoring and advice to be offered to parents.

Up to 80 percent of children with developmental disabilities or medical and behavioral difficulties display feeding disorders, according to a study from World Psychiatry. Feeding disorders can progress to increased developmental delays, behavioral disorders, feeding difficulties and poor growth. Difficulties with psychosocial issues also can develop, interfering with family dynamics during mealtimes and with socialization with peers. Strategies for avoiding or improving picky eating with children include repeated exposures to unfamiliar foods, parental modeling of eating fruit and vegetables and unfamiliar foods, and creating positive social experiences around mealtimes.

Feeding therapy helps children learn how to eat or how to eat better. Feeding therapists are usually occupational therapists (OT’s) or speech and language pathologists (SLP’s). Some dietitian/nutritionists provide direct treatment, but more often provide support with additional services for some children to manage any weight or growth concerns when it is necessary. Occupational therapy and speech therapy often have cross over and frequently work together when children have feeding difficulties.

No matter what their background, it is important to note that “feeding” is a specialty within a specialty. Not all OT’s and SLP’S are trained in pediatric practice, and not all pediatric therapists have advanced feeding therapy education and practice either. Feeding therapy often happens on a weekly basis, but can be every other week or once a month during a scheduled block of time, usually 30-60 minutes long. Most often, this time is spent teaching your child how to eat new foods (if they have a very limited diet) or how to eat (if they don’t know how to chew or manage food in their mouth).

Depending on the
child’s underlying difficulties, you may see your child participating in sensory
integration/registration activities or completing exercises to strengthen the
muscles they need for eating. Exercises will often include activities
like blowing bubbles, making silly faces, or using whistles. They may also be
placed on a “sensory diet”, which may include incorporating certain kinds of
stimulatory foods, such as crunchy, salty, spicy or chewy. It could also involve
heavy work and/or movement based activities such as using suspended equipment,
wheelbarrow walking or pushing a scooter while lying on their tummy, as well as
being put on a sensory brushing program called the Wilbarger brushing protocol.

Generally speaking, feeding therapy is extremely helpful and strongly recommended if your child or children are having difficulties actually eating. This is most common with children that have special needs or medical challenges that may make it physically difficult for them. Many children may already be receiving occupational therapy and/or speech therapy for other issues besides feeding difficulties.

Is
feeding therapy for picky eaters though? In order to answer that question you
need to know that not all picky eaters are created equal. It’s a blanket
statement that is used to describe any child that basically has food
preferences or perhaps doesn’t like vegetables. It may also include children that
gag or even throw up at the sight of new foods and only have 4-5 foods that
they regularly eat. Feeding therapy is recommended for more extreme picky
eaters that have a very limited diet and stress around trying new foods. Obviously,
feeding therapy isn’t necessary for all of them.

As you can imagine, there are different types of approaches
to feeding therapy. Some you may be comfortable with and some possibly not.
Remember that it is always okay to ask what type of approach they are
using to help your child. There are dozens of different approaches that
would be too much to cover in this post, but the majority can be summed up into
two different categories:

Behavioral – This method being the more
traditional method of feeding therapy uses a reward system for new foods
eaten. Children could receive a toy, sticker, or play time on an I-Pad or
video game for taking a bite of a new food. They would receive additional
rewards for additional bites of food. These rewards should be slowly phased
out with time, although that isn’t always the case.

Child directed – This is a more modern approach and parents
are more involved with this type of treatment. The focus is on addressing
the underlying cause of the problem (i.e. sensory, medical, etc.). While
this approach may take longer to see results initially, there is research
that supports the effects are longer lasting.

Children receiving
occupational therapy from a therapist well versed in feeding difficulties is
your ultimate goal. They can provide strategies and solutions to various
challenges you may be having with your child or children’s feeding issues. Ultimately,
starting therapy as early as possible and addressing the underlying issues is
ideal for helping children who are picky eaters and/or have feeding
difficulties…at least in this humble occupational therapist’s opinion!

]]>https://www.tlckidstherapynyc.com/2019/11/the-picky-eater-and-feeding-difficulties/feed/1Fine motor difficulties in childrenhttps://www.tlckidstherapynyc.com/2019/05/fine-motor-difficulties-in-children/
https://www.tlckidstherapynyc.com/2019/05/fine-motor-difficulties-in-children/#respondThu, 23 May 2019 17:54:08 +0000https://www.tlckidstherapynyc.com/?p=1273Children who have difficulties with fine motor skills often experience frustration with many everyday activities we take for granted. An activity that would normally be fun for a child, such as coloring a picture or playing a game with small pieces, can lead to a very unhappy experience for a child with fine motor issues. […]

]]>Children who have difficulties with fine motor skills often experience frustration with many everyday activities we take for granted. An activity that would normally be fun for a child, such as coloring a picture or playing a game with small pieces, can lead to a very unhappy experience for a child with fine motor issues.

A child experiencing
fine motor delays often has weak musculature in the small, intrinsic muscles of
their hands. This can be due to poor or slow development, a disability or
injury before, during or after birth, weakness, or other complications.

First question we need to ask is what are fine motor skills?

Fine motor skills involve the
use of the fingers and hands to complete various small work activities such as holding
a pencil or crayon, opening a container of milk, manipulating buttons and
zippers, or cutting with scissors. Having efficient fine motor skills affects
the speed and quality of the activities outcome. Proficient fine motor skills
require a variety of independent skills to occur simultaneously to
appropriately manipulate the object or perform the task.

What’s the importance of fine motor skills?

Fine motor skills
are essential for performing everyday activities for self care and academic
skills. When a child struggles with these every day activities, their
frustration levels can increase and their self esteem and academic performance can
suffer. They may become so frustrated that they lose interest or refuse to take
part because they’re just too difficult to complete independently.

Being able to
appropriately complete fine motor activities involves a variety of different
skills;

Bilateral Integration: Using two hands together in a
coordinated manner such as catching a ball, stabilizing paper when writing, or
buttoning a shirt.

Crossing
Mid-line: Reaching across the middle of ones body to
retrieve an item and bring back to the

original side.

Hand
and finger strength: The ability to exert force against
resistance using the hands and fingers which

allows the necessary muscle
power for controlled movement.

Hand
eye coordination: The ability to process information received
from the eyes to control, guide and

direct the hands and fingers in
the performance of a fine motor activity. This could include lacing

projects or threading beads on
string.

Hand
Dominance: Developing the primary and consistent use
of one hand for task performance which

allows refined skills to
develop.

Dexterity
and Object Manipulation: The ability to skillfully manipulate tools and
small pieces with

control and efficiency. This may
include placing coins in a bank, screwing a nut on a bolt, or using a knife

and fork to cut and eat food.

Sensory
motor and Body Awareness: Information that the brain receives from
our muscles and joints to

make us aware of our body
position and body movement, so we can accurately control our movements.

How can I tell if my child has difficulties
with fine motor skills?

Any
of the following may suggest issues with fine motor skills

-An awkward or immature pencil
grasp for their age.

-Messy, slow or laborious
drawing, coloring or writing skills.

-Fatigue quickly when typing or
using a mouse on a computer.

-Difficulties using scissors
and other classroom tools.

-Difficulties with object
manipulation tasks, such as using buttons or tying shoelaces.

]]>https://www.tlckidstherapynyc.com/2019/05/fine-motor-difficulties-in-children/feed/0Behavioral vs. Sensory Issueshttps://www.tlckidstherapynyc.com/2019/02/behavioral-vs-sensory-issues/
https://www.tlckidstherapynyc.com/2019/02/behavioral-vs-sensory-issues/#respondSun, 17 Feb 2019 20:38:38 +0000https://www.tlckidstherapynyc.com/?p=1265So your child is throwing a tantrum that you’re having trouble controlling and/or understanding. Is it a sensory or behavioral issue? Let’s start with what is sensory processing and what behaviors might come from a sensory processing disorder. Sensory processing is the process that organizes sensation from one’s own body and the environment making it […]

]]>So your child is throwing a tantrum
that you’re having trouble controlling and/or understanding. Is it a sensory or
behavioral issue? Let’s start with what is sensory processing and what behaviors
might come from a sensory processing disorder.

Sensory processing is the process that organizes sensation from one’s own body and the environment
making it possible to use their body in the environment effectively. Sensory
processing disorder (SPD) is a neurological disorder causing a child to have
difficulties with taking in, processing and responding to sensory information
from the environment and within their body. This comes in the form of visual,
auditory, tactile, olfaction, gustatory, vestibular and/or proprioceptive input.
This can be hypo reactive or hyper reactive…meaning one child may show no sign
of pain when they hurt themselves while another can experience pain from the
slightest touch.

A child with sensory processing difficulties might exhibit a
variety of sensory seeking and/or defensive behaviors. These may include
constantly being on the go, jumping and climbing over furniture excessively, an
inability to focus attention, seeking out hugs and excessive touch, mouthing
non food items, discomfort with sounds, touch, movement based activities, shying
away from playground equipment, covering their ears for average sounds, and
being a picky eater.

Children with sensory processing issues can also experience sensory
meltdowns. This is very different from a temper tantrum. Sensory sensitivity to noise, lights, crowds, or touch can cause
children who have sensory processing disorders to become confused and
frightened. Their senses may become overwhelmed leading to reactions that
parents perceive as behavior problems when they are really just signs of
sensory overload.

Sensory meltdowns are not like tantrums in that the
child rarely cares whether anyone pays him or her attention. The meltdown is
also unlikely to disappear as soon as the need is met. Instead, it will disappear
slowly after the offensive stimulus has been removed.

From a behavioral standpoint, temper
tantrums frequently occur because young children are not equipped to express
frustration in other ways. Even their limited vocabularies can make them feel
frustrated to the point of throwing a fit. Perhaps the child wants a
toy but it doesn’t belong to them or they don’t have the ability to purchase it
themselves. Perhaps they’re playing at the park and want to stay, but the
parents say that it’s time to go. These events can turn into tantrums,
especially when children are put in situations that can spark strong emotions.
The behavior typically subsides once the child gets enough attention or has his
or her wants met.

Plans for handling sensory meltdowns
and temper tantrums must differ because these are different types of events.
Developing plans for each type of event now can help parents calm their
children whenever they have tantrums or sensory meltdowns. Consulting with a
licensed occupational therapist and behaviorist are the first steps to take to
determine a plan to reduce or eliminate these behaviors. B

]]>https://www.tlckidstherapynyc.com/2019/02/behavioral-vs-sensory-issues/feed/0Creating a sensory cornerhttps://www.tlckidstherapynyc.com/2018/12/creating-a-sensory-corner/
https://www.tlckidstherapynyc.com/2018/12/creating-a-sensory-corner/#respondSun, 02 Dec 2018 17:46:10 +0000https://www.tlckidstherapynyc.com/?p=1263What is a sensory corner and does your child need one… Is your child hyperactive and constantly on the go? Does he have difficulties focusing his attention or frequently fidgets with items in his work area? Does he climb on the furniture, crash to the ground, seek out touch and excessive hugs? Does he bite […]

Is your child hyperactive and constantly on the go? Does he have difficulties focusing his attention or frequently fidgets with items in his work area? Does he climb on the furniture, crash to the ground, seek out touch and excessive hugs? Does he bite on his clothing or frequently put non edible items in his mouth? Is he a picky eater and bothered by certain tastes or textures? Is he excessively bothered by tags in his shirt, lite touch to his skin, or getting messy? Is he overly sensitive to sound, temperature, light, touch, movement, or taste? If the answer to one of more of these questions is yes, then your child may have sensory processing difficulties.

Seeking an evaluation from a licensed occupational therapist (OT) should be your first step if you suspect these types of issues. If the results show sensory processing difficulties, your OT will recommend treatment by putting your child on a “sensory diet”. This typically consists of a variety of activities (sometimes incorporating certain foods) which your child would partake in daily.

Vestibular input, which comes from the inner ear, is provided in the form of movement based activities. These may include swinging on swings, spinning on a move and sit, bouncing on a trampoline or large ball or going down a slide. Proprioceptive input, which provides sensation through the joints and muscles, comes in the form of deep pressure and heavy work activities. These may include wheelbarrow walking, crawling, rolling, and climbing through an obstacle course, or pushing, pulling, or carrying heavy items. Finally tactile activities, which provide sensation through the skin, might include finding hidden items in a container of uncooked rice or beans, finger painting, mashing dough to make cookies, or finding hidden beads in play dough, putty, or clay.

Another invaluable part of a sensory diet that your OT may recommend is a sensory corner in your home and/or in the classroom. A sensory corner is a space in a room where a variety of sensory activities and materials are provided so your child has a place to go when they’re feeling uncomfortable or overwhelmed from too much or too little sensory stimulation. It’s a place that can be a sanctuary to retreat to where the child can feel more comfortable, relaxed and safe.

What items do you put in a sensory corner? To start with, you can add some of items mentioned above, such as a small trampoline, large rubber ball, a sit and spin, a container of rice or beans with hidden item inside, and/or play dough. A small tent, if you have the space, is a great addition to your sensory corner. Place blankets (weighted or regular), pillows, a weighted lap belt (which you can buy or make your own with some fabric and zip locked bags of rice), stuffed animals, soothing music, and aromatherapy. You could include a tactile board, which is simply a board with various tactile items attached. You could buy this online, or even better, make one yourself using poster board, or even a cut up card board box, then have your child glue on small pieces of felt, silk, leather, suede, sandpaper or an emery board, cotton balls, uncooked macaroni or even pebbles for various textures they can touch. A fold up tunnel, wedge cushions and different sized pillows to climb and crash on are also useful additions.

Lights, smells and sounds can also be included in your sensory corner. A string of Christmas lights or colored bulbs, flashlights for them to play with in the dark tent or while the lights are off, and toys with flashing lights and sounds are good visual and auditory stimulation. Small scented candles (unlit…and only add these if your child won’t try to eat them), aroma sprays, and scratch and sniff stickers can be added. Headphones with sensory audiology programs can be found online or possibly on sites like spotify or Pandora. Soothing sounds of the ocean, animals in a forest, or trees blowing on a breezy night can be put on for pretend play in the tent, or simply in the background while doing other sensory activities. Louder or sounds that are uncomfortable to the child can be played in the background and added in time as long as the child can tolerate them. A vibrating massager or toy that vibrates could be provided for the child to hold against their arms, legs, back, hands, feet, and on the face.

A child with a sensory processing disorder will often exhibit seeking and/or defensive behaviors. Their system is not receiving and responding to information that comes in through their senses. In order to reduce or eliminate these behaviors, a variety of methods can be utilized by an occupational therapist, the parents and the teachers. A sensory diet is often one of the first recommended steps to take. Creating a sensory corner, as part of that diet, gives your child their own special space to reduce or eliminate the anxiety and sometimes physical pain they may feel when their sensory system is not functioning correctly. Try creating a sensory corner in your home and you may start to notice your little sensory seeker is no longer demonstrating the behaviors of a child with sensory processing difficulties!

]]>https://www.tlckidstherapynyc.com/2018/12/creating-a-sensory-corner/feed/0Handwritinghttps://www.tlckidstherapynyc.com/2018/07/handwriting/
https://www.tlckidstherapynyc.com/2018/07/handwriting/#respondThu, 12 Jul 2018 00:51:48 +0000https://www.tlckidstherapynyc.com/?p=1255Children are often referred for occupational therapy services due to difficulties with handwriting. It’s a common misunderstanding that occupational therapists (OT’S) work to improve handwriting. OT’s strive to improve the underlying issue that can cause poor handwriting. These issues can stem from difficulties with strength and postural control, sensory integrative functioning, fine motor skills, cognitive […]

]]>Children are often referred for occupational therapy services due to difficulties with handwriting. It’s a common misunderstanding that occupational therapists (OT’S) work to improve handwriting. OT’s strive to improve the underlying issue that can cause poor handwriting. These issues can stem from difficulties with strength and postural control, sensory integrative functioning, fine motor skills, cognitive functioning, and/or visual motor/perceptual deficits.

Children’s first exposure to writing often begins with prewriting skills, which are often taught to preschoolers ranging in age from 2-5 years. Prewriting includes imitating and copying simple horizontal and vertical lines and then progressing to more complex diagonal lines and shapes. Children need to master lines and shapes before progressing to letters and numbers.

Typically, handwriting is taught to children starting in the latter half of kindergarten. It is important not to begin teaching handwriting before a child is ready to begin learning as this can create writing difficulties that are hard to reverse. When a child is sent to an OT for “handwriting difficulties”, the therapist needs to assess the child’s level of functioning in the following areas:

Visual perception- Includes spacing between letters and words, visually discriminating between letters and numbers that are similar, orienting letters on the lines and properly using margins, letter and number reversals, and forming letters completely.

Visual-motor integration- Includes ensuring that the eyes and movement of the hands work together in a coordinated and efficient manner.

Strength- Includes muscle tone, hand, arm, shoulder and core strength, and postural control

Sensory integration- Includes the ability to use sensory input that is received from the joints, muscles, skin, etc. and turning that input into appropriate motor and behavioral responses to focus attention, sit upright in the chair, hold a pencil correctly, write with appropriate pressure, etc.

When a child begins working on handwriting, it’s extremely important to have the correct tools and equipment. The chair and table the child is working at should be set to the correct height. Ankles, knees, hips and elbows should be at 90 degrees. If the child has difficulties holding a pencil or crayon, various techniques can be used by the OT and taught to the teacher, other professionals and the parents. Different sizes and varying thickness of pencils and crayons, pencil grips, and other techniques can be utilized to improve grasp and use of the writing utensil.

Appropriate paper that isn’t visually distracting with simple lines is ideal. Visual and tactile cues can be provided with highlighted and/or raised lines. Correct lighting and positioning in the room may also have to be adjusted due to visual difficulties or an inability to focus attention. Various handwriting programs may also be used by OT’s, teachers and parents to improve handwriting skills. These include Handwriting without Tears, Zaner-Bloser, D’Nealian, and First strokes just to name a few.

After assessing a child’s needs, OT’s will typically provide a variety of activities to accompany a handwriting program. These may include sensory, strengthening, and fine motor activities. These activities are often incorporated into the child’s daily routine in school and at home during class, self care activities, play time, etc.

Evidence shows that the earlier a child receives services to address underlying issues that are causing handwriting difficulties, the more progress they are likely to make. This isn’t to suggest that an older child cannot improve. It often comes down to a greater difficulty breaking kids out of bad habits or retraining their bodies and minds to perform tasks differently than they have done for many years. Occupational therapists and other professionals will make a very noticeable difference and often completely remedy any and all difficulties with handwriting.

However, some children may unfortunately continue to have difficulties into adolescence and possibly into adulthood if the right intervention is not provided early enough or not at all. Often times, an OT may decide to focus on compensatory strategies, such as keyboarding, rather than focus on improving handwriting beyond a certain age. This decision is typically based not only on the child’s age, but the willingness and ability of the child to change and learn new skills, the assistance the child will get from other professionals in the classroom and in the school, as well as the parents cooperation in following through with the suggested handwriting program.

]]>https://www.tlckidstherapynyc.com/2018/07/handwriting/feed/0Self Care Skillshttps://www.tlckidstherapynyc.com/2018/04/self-care-skills/
https://www.tlckidstherapynyc.com/2018/04/self-care-skills/#respondThu, 05 Apr 2018 15:47:46 +0000https://www.tlckidstherapynyc.com/?p=1155Self care skills, sometimes called self-help skills, are the routine tasks and activities undertaken so that your child can be ready to fully participate in various life activities (such as dressing, making their bed, eating and taking care of their oral health). They are also known as activities of daily living (ADL). Although these skills […]

]]>Self care skills, sometimes called self-help skills, are the routine tasks and activities undertaken so that your child can be ready to fully participate in various life activities (such as dressing, making their bed, eating and taking care of their oral health). They are also known as activities of daily living (ADL).

Although these skills are often supported and augmented by adults in younger children, a child is expected to grow more independent in these areas as he/she grows older.

Importance of Self Care Skills

Self care skills are one of the initial ways that your child develops the ability to properly plan, sort, and sequence task performances. They develop more refined physical control needed to perform daily tasks and activities, such as opening their lunch boxes, drawing a picture, or standing to pull up their pants.

This is why self care skills are vital and act as key precursors for a variety of school related tasks and life skills. Keep in mind that the term ‘self care’ suggests that the child will be functioning independently. Clearly there are times that children may still need some level of assistance.

Building Blocks

Finger and Hand control: The ability to skillfully use and move their hands in a refined and controlled manner to manipulate and use zippers, buttons, snaps, a toothbrush, etc.

Finger and hand strength: The ability to apply appropriate pressure for dressing, using utensils, grooming, etc.

Sensory processing: Registration, interpretation, and response to various sensory stimuli from the environment and to one’s own body.

Planning, sorting and sequencing: The sequential or chronological multi-step activity or task performance in order to achieve a defined and desired result or outcome (such as teeth cleaning and dressing).

]]>https://www.tlckidstherapynyc.com/2018/04/self-care-skills/feed/0The Benefits and Importance of Pediatric Occupational Therapyhttps://www.tlckidstherapynyc.com/2018/04/the-benefits-and-importance-of-pediatric-occupational-therapy/
https://www.tlckidstherapynyc.com/2018/04/the-benefits-and-importance-of-pediatric-occupational-therapy/#respondThu, 05 Apr 2018 15:45:34 +0000https://www.tlckidstherapynyc.com/?p=1153The early years of your child’s life are extremely important as in these years the social, cognitive, and physical development and growth of your child takes place. The initial three years are very critical as a child’s brain evolves during this phase. Unfortunately, not all children successfully pass through these vital developmental milestones. Some children […]

]]>The early years of your child’s life are extremely important as in these years the social, cognitive, and physical development and growth of your child takes place. The initial three years are very critical as a child’s brain evolves during this phase.

Unfortunately, not all children successfully pass through these vital developmental milestones. Some children do not mature and develop as they should and, thereby, have delayed or restricted advancement and progression. If your child faces these issues and requires support to develop and progress optimally, pediatric occupational therapy would be of great help.

With suitable occupational therapy, children can benefit from enhanced development, improved communication and cognitive skills, with minimal to no developmental delay. This therapy is performed according to your child’s condition or disability.

Pediatric occupational therapy has a number of benefits. It is used for a broad spectrum of disorders and diseases and prepares your child to lead a normal and healthy life. A few of these benefits include the following:

Helps with Routine Activities

Occupational therapy helps young ones who encounter difficulties in various daily activities such as brushing their teeth, toileting, dressing, writing and drawing, etc. Occupational therapy aims to develop these important self-help skills and daily living abilities in the children.

Improves Sensory Processing

It is often noticed that children with sensory processing problems are not able to adequately synthesize information using their basic five senses like sight, touch, smell, etc. Most of these children can experience under-sensitivity, over-sensitivity or even both at various places such as home, school, or playground.

A child with sensory processing issues can be easily distracted by adults or other children working nearby or talking at a normal level. They can feel discomfort or pain from swinging on a swing, playing on a jungle gym, or even walking by them and accidentally brushing against their bare skin.They may avoid recess, gym class, or even riding a bicycle as movement makes them very uncomfortable. Occupational therapy is helpful for these young ones as it can help them improve their ability to regulate sensory input so that they can participate in activities that kids love to do.

Improves Motor Development

Fine motor skills are small movements made with fingers, toes, wrists, lips, and tongue, like holding a small object or picking up a spoon. If your child is struggling with fine motor skills, they may have difficulties with one or more of the following:

Manipulating toys and puzzles

Holding a pencil

Using silverware or straws at an age-appropriate time

Using scissors

Using zippers, buttons, shoelaces

Coloring, drawing, tracing, prewriting shapes

Poor handwriting, letter/number formation

Not developing a hand dominance at an age-appropriate time

Avoiding tasks and games that require fine motor skills

Gross motor skills help us move and coordinate our arms, legs, and other body parts. They involve larger muscles that help us control our body. A child who is behind in movement, strength, and/or balance may appear clumsy or uncoordinated. They may also have difficulties with one or more of the following:

Going up and down stairs at an age appropriate time

Coordinating both sides of the body

Understanding the concept of right and left

Poor ball skills

Poor balance

Visual processing helps us make sense of what we see. It is a process in our brain that interprets visual information. If your child is struggling with visual processing skills, he/she may have difficulties with one or more of the following:

Difficulty with spacing and sizing of letters

Difficulty recognizing letters

Difficulty copying shapes

Difficulty with visual tracking and crossing mid-line

Difficulty finding objects among other objects

Difficulty copying from near and far points

Difficulty with the concept of right and left

Play skills can help a child make sense of the world around them. A child can gain self-confidence, learn problem solving, and develop social skills through play. Your child may be developmentally delayed if they show one or more of the following:

Needs adult guidance to initiate play

Difficulty with imitative play

Wanders aimlessly without purposeful play

Moves quickly from one activity to the next

Does not explore toys appropriately

Participates in repetitive play for hours (e.g., lining up toys)

Does not join in with peers/siblings when playing

Does not understand concepts of sharing and turn taking

Remember that all children are different and develop these skill sets at their own pace. However, if you think your child may be struggling with adopting some of the skill areas above, you can contact an occupational therapist.